Invitation To Psychology 7Th Edition Wade Test Bank Full Chapter PDF

Invitation to Psychology 7th Edition
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Test Bank for Wade, Tavris, Sommers, and Shin – Invitation to Psychology 7e
TOTAL Chapter 6
ASSESSMENT
MEMORY
GUIDE
Section/ Factual Conceptual Applied
Learning Objective
POP QUIZ 1 Multiple Choice 1,2,4-8 9,10 3
POP QUIZ 2 Multiple Choice 1-10
In Pursuit of Memory Multiple Choice 1,19,20,23,25,27,29,30, 2,24,26,32,33,34 16-18,21,22,28
LO 6.1.A – Distinguish
31,35,36
between recall and
recognition tasks in explicit True/False 14-20,22,24,26,27 21
memory, and between Short Answer 5
explicit and implicit memory.
LO 6.1.B -Describe the basic Essay
characteristics of three Integrative Essay
memory systems according
to the information-processing
model, and note the
challenges to this view
proposed by parallel
distributed processing.
The Three-Box Model of Multiple Choice 37,38,40,41,43,44,47,4 46,49 39,42,45,50,59,60,62,
memory
8,51-58,61,64,66 63,65,67
LO 6.2A – Explain the
function and duration of the True/False 28-36,39,40 37,38
sensory register in the three-
box model of memory. Short Answer 6-8 9
LO 6.2.B - Explain the
function and duration of
Essay
working memory. Integrative Essay
LO 6.2.C – Describe the
different forms of long-term
memory, and explain the
serial-position effect in
transferring information from
working memory to long-term
memory.
The Biology of Memory Multiple Choice 7,9,10,68-76 8
LO 6.3.A – Outline the
process of long-term True/False 7,8,41-53
potentiation in the formation Short Answer 2
of memories.
LO 6.3.B- Evaluate the Essay
evidence that memories are Integrative Essay
not sored in any one part of
the brain.
LO 6.3.C – Summarize the
evidence that memory can
be influenced by emotion
and hormonal levels.
(Continued on next page)
Copyright © 2018, 2015, 2012 Pearson Education, Inc. All rights reserved.
1
Section/ Factual Conceptual Applied

Learning Objective
How We Remember Multiple Choice 80-83 77-79
LO 6.4.A – Describe and
give examples of major True/False 4,54
retention strategies.
Short Answer
Essay 1
Integrative Essay
Why We Forget Multiple Choice 85,86,88,89,91-93,95- 84,87,94,97,102,103 90,101

LO 6.5.A – Summarize the
100
process of decay,
replacement, interference, True/False 25,55,57-59 56
and cue-dependent
forgetting. Short Answer
LO 6.5.B – Discuss the
reasons why childhood
Essay 2-4
amnesia is likely to take Integrative Essay
place.
LO 6.5.C – Explain why
claims of repressed
memories should be greeted
with skepticism.
Reconstructing the Past Multiple Choice 6,12,15 3-5 11,13,14
LO 6.6.A – Explain why
memory is more True/False 1-3,5,6,9-11 12,13
reconstructive than people Short Answer 1,3,4
think.
LO 6.6.B – Describe Essay
conditions under which Integrative Essay 1
confabulation is especially
likely to occur.
LO 6.6.C – Summarize the
evidence indicating that
eyewitness testimony can
be susceptible to memory
errors.
2
Name __________________________________________________________
Chapter 6 – Pop Quiz 1

1. ________ memory refers to a vivid, detailed recollection of an emotional event.
a. Semantic
b. Declarative
c. Flashbulb
d. Episodic
2. The inability to distinguish an actual memory of an event from information you learned about the event
elsewhere is called
a. confabulation.
b. source misattribution.
c. priming.
d. repression.
3. Iris swears that she was there the night her sister got into a fight with her ex-boyfriend. It takes several of
her friends to convince her that she was not. Which of the following likely made Iris’ fake memory seems
so real to her?
a. She had only heard the story of the fight a few times.
b. The fight occurred only a year ago.
c. Her memory contained only a few key details.
d. The fight was easy to imagine.
4. Which of the following is a test for recall?

a. matching questions
b. true-false questions
c. multiple-choice questions
d. essay questions
5. Which memory system has a limited capacity and stores items for about 30 seconds?
a. short-term memory
b. long-term memory
c. the sensory register
d. implicit memory
6. The ________ model represents the contents of memory as connections among a huge number of
interacting processing units.
a. three-box
b. parallel distributed processing
c. serial processing
d. sequential processing
7. Which of the following is considered to be an implicit memory?

a. procedural memory
b. semantic memory
c. episodic memory
d. declarative memory
8. ________ is thought to be a biological mechanism of long-term memory.

a. Deep processing
b. Long-term potentiation
c. Priming
d. Temporary changes in the release of neurotransmitters
3
9. According to the decay theory, forgetting occurs because

a. new information is “recorded over” old information.
b. similar items of information interfere with one another.
c. memories simply fade with time if they are not accessed now and then.
d. the cues needed to recall the memory are not present.
10. Given the current research on recovered memories, one should be skeptical if a person says that
a. she cannot remember an event from when she was 2 years old.
b. she is frequently bothered by vivid memories of a traumatic event that she experienced.
c. she now has memories of his experiences as an infant, thanks to therapy.
d. her amnesia resulted from a blow to the head during a car accident.
4

Answer Key
1. c Vivid recollections of emotional and important events are called flashbulb memories, a term that is
meant to capture the surprise, illumination, and seemingly photographic detail that characterize
them. (Factual, Easy, LO 6.3.C, APA 1.1)
2. b Rationale: The inability to distinguish an actual memory of an event from information you learned
about the event elsewhere is termed source confusion or source misattribution. (Factual, Easy, LO
6.6.A, APA 1.1)
3. d Rationale: If imagining an event takes little effort, then we tend to think that our memory is real.
(Applied, Moderate, LO 6.6.B, APA 1.1, 2.2)
4. d Rationale: Recall refers to the ability to retrieve and reproduce information encountered earlier.
Essay questions test recall memory, whereas the other types of questions all test recognition
memory. (Factual, Easy, LO 6.1.A, APA 1.1, 2.2)
5. a Rationale: Short-term memory (STM) holds a limited amount of information for a brief period of
time, perhaps up to 30 seconds or so, unless a conscious effort is made to keep it there longer.
(Factual, Easy, LO 6.1.B, APA 1.1)
6. b Rationale: This describes the parallel distributed processing (PDP) or connectionist model of
memory. (Factual, Easy, LO 6.1.B, APA 1.1)
7. a Rationale: Many researchers consider procedural memories to be implicit, because after skills and
habits are learned well, they do not require much conscious processing. The other options are all
types of explicit memory. (Factual, Moderate, LO 6.2.C, APA 1.1, 2.2)
8. b Rationale: Long-term potentiation is thought to be a biological mechanism involved in forming

long-term memories. (Factual, Moderate, LO 6.3.A, APA 1.1, 2.2)
9. c Rationale: The decay theory holds that memories eventually disappear if they are not accessed.
(Conceptual, Moderate, LO 6.5.A, APA 1.1, 2.2)
10. c Rationale: It is possible for a therapist, either deliberately or unwittingly, to implant a false
memory in a client. (Conceptual, Moderate, LO 6.5.C, APA 1.1, 2.2)
5
Name __________________________________________________________

1. Confusion of an event that happened to someone else with one that happened to you, or a belief that you
remember something when it never actually happened, is called
a. confabulation.
b. priming.
c. flashbulb memory.
d. repression.
2. Eyewitness testimonies by victims would most likely contain errors if the suspect
a. is of a different gender than the victim.
b. is significantly older than the victim.
c. is significantly younger than the victim.
d. is of a different ethnic background than the victim.
3. Conscious, intentional recollection of an event or of an item of information is called

a. explicit memory.
b. implicit memory.
c. autobiographical memory.
d. procedural memory.
4. ________ acts as a holding bin, retaining information in a highly accurate form until we can select items
for attention.
a. The sensory register
b. Short-term memory
c. Working memory
d. Long-term memory
5. Although there is some debate, ________ is generally thought to have a capacity of seven plus or minus
two units of information.
a. the sensory register
b. short-term memory
c. declarative memory
d. long-term memory
6. ________ is a memory system that includes short-term memory and executive processes that control
attention and the retrieval.
a. Procedural memory
b. Declarative memory
c. Working memory
d. Semantic memory
7. ________ memory refers to the recollection of a personally experienced event and the context in which it
occurred.
a. Semantic
b. Procedural
c. Flashbulb
d. Episodic
8. In his work with rabbits, Richard Thompson showed that classical conditioning of the eyeblink response
depends on activity in the
a. frontal lobes.
b. amygdala.
6
c. hippocampus.
d. cerebellum.
9. The ________ theory of forgetting proposes that memory fades with time and lack of use.
a. replacement
b. decay
c. interference
d. cue-dependent
10. Most researchers agree that the memories people say they have of their first three years of life are based on
a. unconscious memories that float to the surface.
b. family stories, photographs, and imagination.
c. actual recall of the events.
d. a special memory module for early childhood experiences.
7

Answer Key
1. a Rationale: This is the definition of confabulation. (Factual, Easy, LO 6.6.B, APA 1.1)
2. d Rationale: Research has shown that when a suspect is of a different ethnic background than a
witness, the witness is less likely to accurately remember the appearance of the suspect. (Factual,
Moderate, LO 6.6.C, APA 1.1, 2.2)
3. a Rationale: This is the definition of explicit memory. (Factual, Easy, LO 6.1.A, APA 1.1)
4. a Rationale: This is a description of the sensory register, a highly accurate, but very brief type of
memory. (Factual, Moderate, LO 6.2.A, APA 1.1)
5. b George Miller famously estimated the capacity of short-term memory to be seven plus or minus
two. There is, however, some debate about whether this is correct. (Factual, Easy, LO 6.2.B, APA
1.1)
6. c Rationale: This is a description of the concept of working memory. (Factual, Moderate, LO 6.2.B,
APA 1.1)
7. d Rationale: This is the definition of episodic memory. (Factual, Easy, LO 6.2.C, APA 1.1)
8. d Rationale: Thompson’s research demonstrated an important role for the cerebellum in classical
eyeblink conditioning. (Factual, Moderate, LO 6.3.B, APA 1.1, 1.2)
9. b Rationale: The decay theory holds that memories fade with time if they are not accessed now and
then. (Factual, Easy, LO 6.5.A, APA 1.1, 2.2)
10. b Rationale: Due to childhood amnesia, most people have no memory of their first three years of
life. If they seem to have memories, they are most likely reconstructions based on family stories,
photographs, and their own imaginings. (Factual, Easy, LO 6.5.B, APA 1.1, 2.2)
8
Multiple Choice Questions

1. ________ refers to the ability to retrieve and reproduce from previously encountered material.
a. Recall
b. Memory
c. Priming
d. Recognition
Section: In Pursuit of Memory
Type: Factual Answer: a
Level of Difficulty: Easy
LO 6.1.A Distinguish between recall and recognition tasks in explicit memory, and between explicit
and implicit memory. APA 1.1
Rationale: This is the definition of recall.
2. Memory is critical to our lives because

a. it confers a sense of personal identity, which enhances our sense of coherence.
b. without memory, we could not experience emotions.
c. it operates as a video camera would, automatically recording every moment of our lives.
d. each thing that happens to us, or impinges on our senses, is tucked away for later use.
Type: Conceptual Answer: a
Level of Difficulty: Moderate
and implicit memory. APA 1.1, 2.2
Rationale: Each of us is the sum of our recollections. Memory also gives us our sense of who we are.
3. Retrieving a memory is most like

a. replaying a videotape of an event.
b. reading a short story that describes the characters in detail, but does not include the dialogue.
c. hearing the soundtrack of a story without access to the visual and other sensory images.
d. watching unconnected frames of a movie and figuring out what the rest of the scene was like.
Section: Reconstructing the Past
Type: Conceptual Answer: d
Level of Difficulty: Difficult
LO 6.6.A Explain why memory is more reconstructive than people think. APA 1.1, 2.2
Rationale: Memory involves reconstruction. We recall the major details and reconstruct the rest.
Our memory is not like a videotape replaying a past experience.
4. According to Sir Frederic Bartlett

a. memory is like a video camera recording an entire experience.
b. memory is largely a reconstructive process, like putting together a puzzle when you are missing some
pieces.
c. memory for complex information is generally reproduced by rote.
d. emotional memories are especially vivid and detailed.
Type: Conceptual Answer: b
Rationale: Memory is a reconstructive process, putting together pieces of the memory and filling in
blanks. One of the first scientists to make this point was the British psychologist Sir Frederic
Bartlett.
5. In the 1930s, the research of the British psychologist Sir Frederic Bartlett provided evidence to support the
view that memory is
a. like a wax tablet.
b. like reading a journal or diary written in indelible ink.
9
c. like a journalist trying to reconstruct an interview from incomplete notes.

d. like painful mementos in a locked vault.
Type: Conceptual Answer: c
LO 6.6.A Explain why memory is more reconstructive than people think. APA 1.1, 1.2, 2.2
Rationale: Memory is a reconstructive process, putting together pieces of the memory and filling in
blanks. One of the first scientists to make this point was the British psychologist Sir Frederic
Bartlett.
6. The inability to distinguish what you originally experienced from what you heard or were told about an
event later is called
a. semantic memory.
b. priming.
c. explicit memory.
d. source misattribution.
Type: Factual Answer: d
LO 6.6.A Explain why memory is more reconstructive than people think. APA 1.1
Rationale: This is an example of source misattribution (also called source confusion). We recall a
memory, but not how it was established or where it came from.
7. ________ is an especially vivid memory of an emotional event.

a. Reconstructive memory
b. A flashbulb memory
c. Semantic memory
d. Procedural memory
Section: The Biology of Memory
Type: Factual Answer: b
LO 6.3.C Summarize the evidence that memory can be influenced by emotion and hormonal levels.
APA 1.1
Rationale: This is a description of flashbulb memory.
8. Callie was visiting a friend in New York City on September 11, 2001, the day of the attack on the World
Trade Center. To her, that day seems frozen in time. She remembers exactly where she was, what she was
doing, and what she felt as the morning transpired. This vivid recollection is known as
a. source misattribution.
b. a flashbulb memory.
c. a serial-position effect.
d. a frozen memory.
Type: Applied Answer: b
APA 1.1, 2.1. 2.2
Rationale: Flashbulb memories are especially vivid memories of emotionally charged events.
9. The inability to distinguish an actual memory of an event from information you learned about the event
elsewhere is called
a. consolidation.
b. source misattribution.
c. priming.
d. repression.
10

Reconstructing The Past
APA 1.1
Rationale: The inability to distinguish an actual memory of an event from information you learned
about the event elsewhere is termed source confusion or source misattribution.
10. ________ memory refers to a vivid, detailed recollection of an emotional event.

a. Semantic
b. Declarative
c. Flashbulb
d. Episodic
Type: Factual Answer: c
APA 1.1
Rationale: Vivid recollections of emotional and important events are called flashbulb memories, a
term that is meant to capture the surprise, illumination, and seemingly photographic detail that
characterize them.
11. Iris swears that she was there the night her sister got into a fight with her ex-boyfriend. It takes several of
her friends to convince her that she was not. Which of the following likely made Iris’ fake memory seem so
real to her?
a. She had only heard the story of the fight a few times.
b. The fight occurred only a year ago.
c. Her memory contained only a few key details.
d. The fight was easy to imagine.
Type: Applied Answer: d
LO 6.6.B Describe conditions under which confabulation is especially likely to occur. APA 1.1, 2.1,
2.2
Rationale: If imagining an event takes little effort, then we tend to think that our memory is real.
12. Confusion of an event that happened to someone else with one that happened to you, or a belief that you
remember something when it never actually happened, is called
a. confabulation.
b. priming.
c. flashbulb memory.
d. repression.
LO 6.6.B Describe conditions under which confabulation is especially likely to occur. APA 1.1
Rationale: This is the definition of confabulation.
13. When six-year-old Jason’s parents overhear him describing his third birthday party, they look at each other
in surprise. Jason appears to remember that the birthday cake his father was baking burned and his aunt had
to run out and buy one from a bakery, even though Jason was not present when those events occurred.
Jason’s memory illustrates the concept of
a. priming.
b. implicit memory.
c. confabulation.
d. decay.
11

Type: Applied Answer: c
LO 6.6.B Describe conditions under which confabulation is especially likely to occur. APA 1.1, 2.2
Rationale: Confabulation is the confusion of an event that happened to someone else with one that
happened to you, or a belief that you remember something when it never actually happened.
14. Charlie remembers the feeling of excitement in his house when his mother stepped through the door with
his new baby sister. He can still picture the tiny little baby with a stocking cap on her head! His parents
can’t convince him that he actually stayed with his grandparents for two weeks after his sister was born and
that his memory never happened! Charlie’s memory is an example of
a. anterograde amnesia.
b. confabulation.
c. psychogenic amnesia.
d. repression.
LO 6.6.B Describe conditions under which confabulation is especially likely to occur. APA 1.1, 2.2
Rationale: Confabulation is the confusion of an event that happened to someone else with one that
happened to you, or a belief that you remember something when it never actually happened.
15. Eyewitness testimonies by victims would likely contain errors if the suspect
a. is of a different gender than the victim.
b. is significantly older than the victim.
c. is significantly younger than the victim.
d. is of a different ethnic background than the victim.
Section: Memory and the Power of Suggestion
LO 6.6.C Summarize the evidence indicating that eyewitness testimony can be susceptible to memory
errors. APA 1.1, 2.2
Rationale: Research has shown that when a suspect is of a different ethnic background than a
witness, the witness is less likely to accurately remember the appearance of the suspect.
16. Dr. Barnes wants to design a test that will assess her students’ ability to recall the information she presented
in class. Which test is she most likely to use?
d. essay questions
Rationale: Recall refers to the ability to retrieve and reproduce information encountered earlier.
Essay questions test recall memory, whereas the other types of questions all test recognition memory.
17. Dr. Knowles discussed the Civil War in his lecture on Thursday. Many of the students were seemingly on
their phones and not paying attention as he taught the lesson. He decides to give a pop quiz during the
following class. If he wants to ascertain his students’ ability to recall the information he presented, he is
most likely to use which format when he designs his test?
12
d. fill-in-the-blank questions
Rationale: Recall is the ability that one has to retrieve and reproduce information encountered
earlier. Fill-in-the-blank items measure recall memory, whereas the other types of questions all test
recognition memory.
18. Janet gets major test anxiety each time she knows that there will be an assessment during class. She
especially has difficulties with recalling information that Professor Green presents on the Renaissance
period. Which kinds of test items will most likely give her difficulties on the next test?
d. fill-in-the-blank questions
Rationale: Recall is the ability that one has to retrieve and reproduce information encountered
earlier. Fill-in-the-blank items require one to tap into their ability to recall certain memories, and the
other kinds of test items simply measure recognition memory.
19. Which of the following is a test for recall?

d. essay questions
Rationale: Recall refers to the ability to retrieve and reproduce information encountered earlier.
Essay questions test recall memory, whereas the other types of questions all test recognition memory.
20. Conscious, intentional recollection of an event or of an item of information is called:

a. explicit memory.
b. implicit memory.
c. autobiographical memory.
Rationale: This is a definition of explicit memory.
21. Sunny enjoys playing games such as Jeopardy! and Trivial Pursuit, which require her to answer questions
based on her ability to recall facts. These types of games test Sunny’s
a. explicit memory.
13
b. flashbulb memory.
c. reconstructive memory.
d. implicit memory.
Type: Applied Answer: a
and implicit memory. APA 1.1, 2.1, 2.2
Rationale: Conscious, intentional recollection of an event or an item of information is called explicit
memory. This is the type of memory that is required to recall a fact and then state it aloud.
22. Marie wrote a shopping list prior to going to the grocery store. Unfortunately, when she arrived at the store
she realized she had left the list at home. If she is to purchase the items on her list, Marie must rely on
which memory task?
a. recall
b. recognition
c. interpretation
d. relearning
Rationale: Recall is the ability to retrieve and reproduce information previously encountered.
23. Which of the following ways of measuring explicit memory are usually the easiest for the person being
tested?
a. recognition
b. recall
c. relearning
d. referral
Rationale: Under most circumstances, recognition is easier than recall. The other two options are not
ways of measuring explicit memory.
24. Which of the following activities involving memory would require recognition?
a. fill-in-the-blank exams
b. essay exams
c. true-false exams
d. playing Trivial Pursuit
Rationale: True-false exams involve recognition of correct or incorrect statements rather than recall.
25. Under most circumstances, when you are intentionally trying to remember an item of information,
________ is an easier task than ________.
a. recognition; recall
b. recall; recognition
c. priming; the savings method
14
d. the savings method; priming

Rationale: Recognition is generally an easier memory task than recall.
26. The multiple-choice question that you are reading at this moment requires ________ to answer correctly.
a. recognition
b. relearning
c. priming
d. recall
Rationale: Multiple-choice questions utilize recognition to test for memory.
27. Unconscious retention in memory, as evidenced by the effect of a previous experience or previously
encountered information on current thoughts and actions, is called
a. explicit memory.
b. implicit memory.
c. declarative memory.
Rationale: This is a definition of implicit memory, memory that we are not aware of.
28. Jamie solved a crossword puzzle on Thursday, and by Saturday she doesn’t recall the words in the puzzle.
But Saturday night, when she is playing Scrabble with her brother, she unconsciously tends to form words
that were in the puzzle. Jamie has ________ memory for some of the words.
a. a flashbulb
b. recognition
c. explicit
d. implicit
Rationale: This is an example of implicit memory, memory that we are not aware that we have.
29. What are the components of the information-processing model, in order of occurrence?
a. retrieval, encoding, storage
b. encoding, capturing, retrieval
c. capturing, encoding, retrieval
d. encoding, storage, retrieval
LO 6.1.B Describe the basic characteristics of three memory systems according to the information-
15
processing model, and note the challenges to this view proposed by parallel distributed processing.
APA 1.1
Rationale: In information-processing models of memory, we encode information (convert it to a form
that the brain can process and use), store the information (retain it over time), and retrieve the
information (recover it for use).
30. Which memory system has a limited capacity and stores items for about 30 seconds?
b. long-term memory
d. implicit memory
APA 1.1
Rationale: Short-term memory (STM) holds a limited amount of information for a brief period of
time, perhaps up to 30 seconds or so, unless a conscious effort is made to keep it there longer.
31. Which memory system has an unlimited capacity and can keep information for hours or decades?
b. long-term memory
d. working memory
APA 1.1
Rationale: This is descriptive of long-term memory.
32. In the “three-box model of memory,” which memory system holds information for no more than a few
seconds, until it can be processed further?
b. long-term memory
d. implicit memory
APA 1.1, 2.2
Rationale: This is descriptive of the sensory register, where information can be held for only a few
seconds at most.
33. Critics of the three-box model of memory are likely to agree that
a. the human brain processes information only in a sequential manner.
b. the human brain does not operate like the average computer.
c. the capacity of long-term memory is actually much greater than the model assumes.
d. information flows from one memory system to the next.
16
APA 1.1, 2.1, 2.2
Rationale: The human brain does not operate sequentially like a computer does. It does use
sequential processing, but it also uses parallel processing that is distributed across many areas of the
brain.
34. One objection to the three-box model of memory is that

a. short-term memory is not usually involved in the conscious processing of information.
b. the brain performs many independent operations simultaneously.
c. the sensory register is actually able to store information for 30 seconds.
d. there is a limit to the capacity of long-term memory.
APA 1.1, 2.1, 2.2
Rationale: The three-box model is a sequential model, but the brain uses parallel processing in
addition to sequential processing.
35. The ________ model represents the contents of memory as connections among a huge number of
interacting processing units.
a. three-box
b. parallel distributed processing
c. serial processing
d. sequential processing
APA 1.1
Rationale: This describes the parallel distributed processing (PDP) or connectionist model of
memory.
36. Another name for the parallel distributed processing (PDP) model of memory is the
a. interaction model.
b. multiple process model.
c. connectionist model.
d. long-term potentiation model.
APA 1.1, 2.2
Rationale: Also called the connectionist model, the PDP model represents the contents of memory as
connections among thousands of interacting processing units that operate in parallel.
37. Visual images remain in the sensory register for a maximum of

a. a half second.
b. two seconds.
c. thirty seconds.
d. one minute.
Section: The Three-Box Model of Memory
17

LO 6.2.A Explain the function and duration of the sensory register in the three-box model of
memory. APA 1.1
Rationale: Visual images remain in a visual subsystem for a maximum of a half second.
38. Auditory images remain in the sensory register for no longer than
a. a half second.
b. ten seconds.
c. thirty seconds.
d. one minute.
memory. APA 1.1
Rationale: Auditory images remain in an auditory subsystem for a slightly longer time, but no longer
than 10 seconds.
39. Ambassador McCall was about to ask a French diplomat to repeat his last comment, but then his ________
enabled him to “select” what had been said while ignoring all the extraneous sounds in the reception room.
a. working memory
c. long-term memory
d. sensory register
memory. APA 1.1, 2.1, 2.2
Rationale: The sensory register acts as a holding bin, retaining information in a highly accurate form
until we can select items for attention from the stream of stimuli bombarding our senses. It gives us a
moment to decide whether information is extraneous or important.
40. ________ acts as a holding bin, retaining information in a highly accurate form until we can select
items for attention.
a. The sensory register
b. Short-term memory
c. Working memory
d. Long-term memory
memory. APA 1.1
Rationale: This is a description of the sensory register, a highly accurate, but very brief type of
memory.
41. In general, information in short-term memory is retained for about ________ if it is not rehearsed.
a. 2–3 seconds or less
b. 30 seconds
c. 5–20 minutes
d. 30 minutes
18
LO 6.2.B Explain the function and duration of working memory. APA 1.1
Rationale: Without rehearsal, short-term memory retains information for up to about 30 seconds by
many estimates, although some researchers think that the maximum interval may extend to a few
minutes for certain tasks.
42. The case study of Henry Molaison (H.M.) is discussed throughout Chapter 6 in your textbook. Careful
study of H.M.’s memory after his surgery revealed that
a. H.M. could not retain implicit memories, but explicit memories could be recalled normally.
b. H.M.’s memory problems were primarily the result of impaired LTM recall.
c. H.M. did not have the ability to transfer most explicit memories from STM into LTM.
d. H.M.’s memory problems were primarily the result of an unusually small STM capacity.
LO 6.2.B Explain the function and duration of working memory. APA 1.1, 1.2, 2.2
Rationale: Patients like H.M. have relatively normal ability to retrieve information from long-term
storage, but are generally unable to place new explicit memories into long-term storage.
43. In the 1950s, George Miller estimated the capacity of short-term memory to be the magical number
a. 5 plus or minus 4.
b. 7 plus or minus 2.
c. 9 plus or minus 3.
d. 11 plus or minus 1.
Rationale: Miller’s estimate of the capacity of short-term memory was 7 plus or minus 2 pieces of
information.
44. Although there is some debate, ________ is generally thought to have a capacity of seven plus or minus
two units of information.
c. declarative memory
d. long-term memory
Rationale: George Miller famously estimated the capacity of short-term memory to be seven plus or
minus two. There is, however, some debate about whether this is correct.
45. Terrence convinces a woman he finds attractive to give him her telephone number. Unfortunately, the
number is ten digits long with the area code, and Terrence cannot find a place to write it down. As he looks
for a pen and paper, what can Terrence do to help himself remember the number?
a. Nothing will help because 10 digits are beyond the capacity of short-term memory.
b. Thinking of something else will help Terrence.
c. “Chunking” the numbers into smaller units will help Terrence.
d. Terrence should try to process the memory in parallel.
Rationale: Chunking involves taking bits of information and grouping them into larger “chunks” so
that more total information can be recalled.
19
46. For most Americans, which of the following would be considered a chunk?
a. IBF
b. FBI
c. 921
d. 196
Rationale: A chunk may be a word, phrase, sentence or visual image that is meaningful to an
individual.
47. Which component of memory has been referred to as a “leaky bucket”?

c. working memory
d. long-term memory
LO 6.2.B Explain the function and duration of working memory. APA 1.1, 2.2
Rationale: Short-term memory is referred to as a leaky bucket because it has a limited capacity and
information is quickly lost if not rehearsed.
48. ________ is a memory system that includes short-term memory and executive processes that control
attention and retrieval.
a. Procedural memory
b. Declarative memory
c. Working memory
d. Semantic memory
Rationale: This is a description of the concept of working memory.
49. ________ holds and operates on information that has been retrieved from long-term memory for temporary
use.
a. Serial-position memory
b. Working memory
c. Tool-box memory
d. Episodic memory
Rationale: This is a description of the concept of working memory.
50. Samantha is doing an arithmetic problem. The numbers and instructions for doing the necessary operations
for each step will be held in her ___________ memory as she solves the problem.
a. serial-position
b. sensory register
c. working
d. episodic
20

Rationale: Working memory includes the short-term stores for memories, and the processes for
working with those memories.
51. In accordance with the three-box model of memory, the memory system involved in the prolonged storage
of information is known as
a. short-term memory.
b. the sensory register.
c. working memory.
d. long-term memory.
LO 6.2.C Describe the different forms of long-term memory, and explain the serial-position effect in
transferring information from working memory to long-term memory. APA 1.1
Rationale: As the name implies, information that needs to be kept for long periods is stored in long-
term memory.
52. When researchers investigated the organization of long-term memory, they found that
a. it must be linked to sound, since users of sign language don’t have “tip-of-the-tongue” states.
b. verbal information is indexed semantically, and not by sound or form.
c. semantic categories help organize memories involving words and concepts.
d. the organization is based on human physiology, and so culture has few effects on retrieval.
transferring information from working memory to long-term memory. APA 1.1, 2.2
Rationale: Upon investigating the organization in long-term memory, scientists found that words and
concepts are usually organized semantically; that is, in association with other items whose meaning is
similar.
53. Declarative memories include ________ memories and ________ memories.

a. procedural; semantic
b. semantic; episodic
c. episodic; procedural
d. procedural; serial-position
Rationale: Declarative memories are memories of facts, rules, concepts, and events. They include
semantic and episodic memories.
54. ________ memory refers to recollection of a personally experienced event and the context in which it
occurred.
a. Semantic
b. Procedural
c. Flashbulb
d. Episodic
21
Rationale: This is the definition of episodic memory.
55. Which of the following is considered to be an implicit memory?

a. procedural memory
b. semantic memory
c. episodic memory
d. declarative memory
transferring information from working memory to long-term memory. APA 1.1, 2.1, 2.2
Rationale: Many researchers consider procedural memories to be implicit, because after skills and
habits are learned well, they do not require much conscious processing. The other options are all
types of explicit memory.
56. Memories of personally experienced events and the contexts in which they occurred are called
a. procedural memories.
b. semantic memories.
c. short-term memories.
d. episodic memories.
Rationale: This is a definition of episodic memory, a subtype of declarative memory.
57. ________ are internal representations of the world, independent of any particular context.
a. Procedural memories
b. Semantic memories
c. Declarative memories
d. Episodic memories
Rationale: This is a definition of a semantic memory.
58. Memories of general knowledge, including facts, rules, concepts and propositions, are called
a. procedural memories.
b. semantic memories.
c. implicit memories.
d. episodic memories.
Rationale: This is a definition of semantic memory.
59. On a TV game show, Jasper is asked to name the state capital of Michigan. This information is most likely
stored in
22
a. procedural memory.
b. semantic memory.
c. episodic memory.
d. implicit memory.
Rationale: Semantic memory is our general knowledge of the world, including facts, rules, concepts,
and propositions.
60. Steph remembers going to the zoo with her parents and her best friend on her 10 th birthday. She can even
recall the look on her friend’s face when she dropped her ice cream cone into the grizzly bear enclosure.
Steph’s recollection is an example of
a. implicit memory.
b. semantic memory.
c. episodic memory.
Rationale: Episodic memories are internal representations of personally experienced events.
61. ________ are internal representations of personally experienced events.

a. Procedural memories
b. Semantic memories
c. Declarative memories
d. Episodic memories
Rationale: This is a description of an episodic memory.
62. Shelia is currently a college professor. Which memory from Shelia’s fourth grade experience would most
likely be an episodic memory?
a. The low-level clouds that look like sheets floating in the air are called stratus clouds.
b. For the last two months of school, she shared her NFL mechanical pencil with Nick.
c. Four inches of snow contain the same amount of water as 0.4 inches of rain.
d. To mark its territory, a wild boar scrapes a tree as high as it can with its tusk.
Rationale: The personal experience of sharing her NFL pencil with Nick is an example of an episodic
memory.
63. Pat reminisces about her wedding. Which of the following would be among Pat’s semantic memories?
a. remembering what her wedding gown looked like
b. the memory of her four siblings dancing at the reception
c. recalling when her husband proposed
23
d. knowing that it is appropriate to stand when the bride walks down the aisle
Rationale: Semantic memories include facts, rules, concepts—items of general knowledge. The other
memories listed are all episodic memories.
64. When you recall the names of the days of the week, you are relying on ________ memory.
a. semantic
b. episodic
c. procedural
d. sensory
Rationale: Semantic memories are memories of general knowledge, including facts, rules, concepts,
and propositions.
65. In order to remember how your dog licked you as you fed him a treat, you are relying on your ________
memory.
a. semantic
b. episodic
c. procedural
d. declarative
Rationale: Episodic memories are memories of personally experienced events and the context in
which they took place.
66. According to the serial-position effect, if you are shown a list of items and then asked to immediately recall
them, you will most easily recall items
a. from the beginning and the middle of the list.
b. from the beginning and the end of the list.
c. from the middle and the end of the list.
d. only from the beginning of the list.
Rationale: The serial-position effect is the tendency for recall of the first and last items on a list to
surpass recall of items in the middle of the list.
67. Margie is introduced to the following people when she arrives at the party: Derek, Kayla, Calvin, Debbie,
Rose, Melanie, Garrett, Tom, Francis, Jane, John, and Vincent. According to the serial-position effect, it
will be most difficult to remember the names of
a. Derek, Kayla, John, and Vincent.
b. Francis, Jane, John, and Vincent.
c. Derek, Kayla, Melanie, and Garrett.
24
d. Rose, Melanie, Garrett, and Tom.

Rationale: This is an example of the serial-position effect, the tendency for recall of the first and last
items on a list to surpass recall of items in the middle of the list.
68. A long-lasting increase in the strength of synaptic responsiveness is called

a. deep processing.
b. long-term potentiation.
c. parallel processing.
d. state-dependent memory.
LO 6.3.A Outline the process of long-term potentiation in the formation of memories. APA 1.1
Rationale: This is the definition of long-term potentiation.
69. ________ is thought to be a biological mechanism of long-term memory.

a. Deep processing
b. Long-term potentiation
c. Priming
d. Temporary changes in the release of neurotransmitters
Rationale: Long-term potentiation is thought to be a biological mechanism involved in forming long-
term memories.
70. The process by which a long-term memory becomes durable and stable is called
a. chunking.
b. consolidation.
c. confabulation.
d. priming.
Rationale: This is the definition of consolidation.
71. During short-term memory tasks, the ________ is especially active.

a. frontal lobe
b. hippocampus
c. cerebellum
d. amygdala
LO 6.3.B Evaluate the evidence that memories are not stored in any one part of the brain. APA 1.1
Rationale: The frontal lobes appear to be particularly involved in the processing of short-term
memories.
72. In his work with rabbits, Richard Thompson showed that classical conditioning of the eyeblink response
25
depends on activity in the

a. frontal lobes.
b. amygdala.
c. hippocampus.
d. cerebellum.
LO 6.3.B Evaluate the evidence that memories are not stored in any one part of the brain.
APA 1.1, 1.2
Rationale: Thompson’s research demonstrated an important role for the cerebellum in classical
eyeblink conditioning.
73. The ________ is the part of the brain that is involved with the formation and consolidation of memories
associated with fear and other emotions.
a. prefrontal cortex
b. amygdala
c. frontal lobes
d. cerebral cortex
Rationale: The amygdala is a brain structure known to be involved in the formation, consolidation,
and recall of memories associated with fear and other emotions.
74. ________ plays a critical role in the formation of long-term declarative memories.
a. The frontal lobe
b. The hippocampus
c. The cerebellum
d. The amygdala
Rationale: As demonstrated by the case of H.M., the hippocampus is necessary for placing new
declarative information into long-term storage.
75. In Richard Thompson’s research with rabbits, he demonstrated that classical conditioning depends on
activity in which part of the brain?
a. the frontal lobe
b. the hippocampus
c. the cerebellum
d. the amygdala
Rationale: It has been demonstrated that the cerebellum is involved in the formation and retention of
implicit memories in other parts of the brain.
76. Moderate amounts of hormones released by the adrenal glands during stress and emotional arousal tend to
a. enhance memory.
b. produce tip-of-the-tongue states.
c. cause retroactive interference.
d. lead to motivated forgetting.
26

APA 1.1, 2.2
Rationale: Adrenal hormones may facilitate memory storage at moderate levels. In contrast, extreme
levels of arousal seem to impair memory formation.
77. As she studies her physics textbook, Marcella wants to make sure that she remembers that sound intensity
is measured in units called decibels and that each decibel is one-tenth of a bel, which is a unit named after
Alexander Graham Bell. Marcella creates a visual image of ten little elf-like Bell figures trying to turn up
the volume of a huge stereo. Her strategy is called
a. confabulation.
b. priming.
c. maintenance rehearsal.
d. a mnemonic.
Section: How We Remember
LO 6.4.A Describe and give examples of major memory retention strategies. APA 1.1, 2.1, 2.2
Rationale: This is an example of a mnemonic, a formal strategy for encoding and storing
information.
78. In order to help her music students learn the lines of the treble clef in musical notation, Star has them learn
the sentence “Every Good Boy Does Fine,” in which the starting letter of each word represents the name of
a note. This is an example of
a. maintenance rehearsal.
b. a mnemonic.
c. the serial-position effect.
d. pattern recognition.
Rationale: This is an example of a mnemonic, a formal strategy for encoding and storing
information.
79. Roberto is making a conscious effort for prolonged retention of his homework by processing its meaning
fully. This strategy is called
a. shallow processing.
b. deep processing.
c. consolidation.
d. confabulation.
Rationale: Deep processing involves the processing of meaning rather than simply the physical or
sensory features of a stimulus. The use of deep processing increases retention.
80. Most people seem to favor ________ for encoding and rehearsing the contents of short-term memory.
a. writing
b. vision
c. speech
d. subliminal perception
27

LO 6.4.A Describe and give examples of major memory retention strategies. APA 1.1, 2.2
Rationale: Speech, either aloud or silently, seems to be preferred for encoding and rehearsing
information in short-term memory.
81. Maintenance rehearsal involves

a. processing the physical features of the stimulus to be remembered.
b. analyzing new material in order to make it memorable.
c. associating new material to be learned with information maintained in long-term memory.
d. the rote repetition of material in order to maintain its availability in memory.
LO 6.4.A Describe and give examples of major memory retention strategies. APA 1.1
Rationale: Maintenance rehearsal is merely the rote repetition of the material to be remembered.
82. ________ involves associating new items of information with material that has already been stored.
a. Maintenance rehearsal
b. Elaborative rehearsal
c. Long-term potentiation
d. Deep processing
Rationale: Elaboration involves associating new items of information with material that has already
been stored or with other new facts. It can also involve analyzing the physical, sensory, or semantic
features of an item.
83. ________ occurs when, instead of encoding just the physical or sensory features of the information, the
meaning of information is analyzed.
a. Deep processing
b. Procedural memory
c. Maintenance rehearsal
d. Priming
Rationale: This is an example of the deep processing of information.
84. According to the decay theory, forgetting occurs because

a. new information is “recorded over” old information.
b. similar items of information interfere with one another.
c. memories simply fade with time if they are not accessed now and then.
d. the cues needed to recall the memory are not present.
Section: Why We Forget
LO 6.5.A Summarize the processes of decay, replacement, interference, and cue-dependent
forgetting. APA 1.1, 2.1, 2.2
Rationale: The decay theory holds that memories eventually disappear if they are not accessed.
85. According to the ________ theory of forgetting, information in memory eventually disappears if it is not
accessed.
28
a. replacement
b. interference
c. cue-dependent
d. decay
forgetting. APA 1.1, 2.2
Rationale: The decay theory holds that memories simply fade with time if they are not accessed now
and then.
86. The ________ theory of forgetting proposes that memory fades with time and lack of use.
a. replacement
b. decay
c. interference
d. cue-dependent
Rationale: The decay theory holds that memories fade with time if they are not accessed now and
then.
87. “Use it or lose it” would most likely be associated with

a. decay theory.
b. replacement theory.
c. cue-dependent forgetting.
d. interference theory.
Rationale: The decay theory holds that memories simply fade with time if they are not accessed now
and then.
88. According to the ________ theory of forgetting, one’s original memory of an event can be erased by new
and misleading information.
a. replacement
b. interference
c. cue-dependent
d. decay
forgetting. APA 1.1
Rationale: The replacement theory holds that new information entering memory can wipe out old
information.
89. According to the ________ theory of forgetting, information may get into memory, but it becomes
confused with other information.
a. replacement
b. interference
29
c. cue-dependent
d. decay
forgetting. APA 1.1
Rationale: The interference theory holds that forgetting occurs because similar items of information
interfere with one another in either storage or retrieval.
90. Mr. Moss is the head coach of the high school football team. He notices that, after learning the names of the
players on the team this year, he has trouble remembering the names of the players from the previous year.
In fact, he sometimes says the name of a current player when he is referring to a player from the previous
year. This is an example of
a. retroactive interference.
b. proactive interference.
c. decay.
d. cue-dependent forgetting.
Rationale: Retroactive interference refers to forgetting that occurs when recently learned material
interferes with the ability to remember similar material stored previously.
91. Mood-congruent memory and state-dependent memory are examples of

a. encoding strategies.
b. the use of cues in retrieval.
c. interference effects.
d. elaborative encoding.
Rationale: Both are examples of the use of cues in the retrieval process. Without adequate cues,
information may be difficult to retrieve.
92. ________ is defined as forgetting that occurs when previously stored material interferes with the ability to
remember similar, more recently stored material.
a. Cue-dependent forgetting
b. Proactive interference
c. Decay
d. Retroactive interference
forgetting. APA 1.1
Rationale: This is a definition of proactive interference.
93. Déjà vu may occur when

a. cues in the present context overlap with those from the past, so there is an eerie experience of having
been there before.
b. a lack of retrieval cues prevents recalling the time and the details of the last time we were in a location.
30
c. a memory is encoded during a peak of high emotion and then forgotten until the emotional arousal
is once again high.
d. repressed information threatens to enter consciousness when cues in the present activate unconscious
memories.
Rationale: Déjà vu, the experience of having been in exactly the same situation as at some prior time,
may result from the presence of familiar cues in the current situation.
94. If you are afraid or angry at the time of an event, you may remember that event best when you are once
again in the same emotional state. This phenomenon is called
a. state-dependent memory.
b. recovered memory.
c. mood congruent memory.
d. déjà vu.
Rationale: State-dependent memory is the tendency to remember something when in the same
physical or mental state as during the original learning or experience.
95. Amnesia can be organic—for example, resulting from ________—or psychogenic (i.e., resulting from
________).
a. a head injury; a brain disease
b. a head injury; emotional shock
c. emotional shock; a brain disease
d. emotional shock; a head injury
LO 6.5.C Explain why claims of repressed memories should be greeted with skepticism. APA 1.1, 2.2
Rationale: Organic amnesia is caused by a head injury or brain disease, whereas psychogenic
amnesia is caused by emotional shock.
96. Critics of repression as a mechanism of forgetting argue that

a. an individual can be forced into forgetting.
b. physical symptoms may be linked to forgetting.
c. people pick and choose what they want to remember.
d. in real life, the problem is usually that people cannot forget traumatic experiences.
Rationale: Critics of repression as a mechanism of defense argue that, in real life, the problem
usually is not that people cannot remember traumatic events, but rather that they cannot forget.
97. Given the current research on recovered memories, one should be skeptical if a person says that
a. she cannot remember an event from when she was 2 years old.
b. she is frequently bothered by vivid memories of a traumatic event that she experienced.
c. she now has memories of her experiences as an infant, thanks to therapy.
d. her amnesia resulted from a blow to the head during a car accident.
31

Rationale: It is possible for a therapist, either deliberately or unwittingly, to implant a false memory
in a client.
98. Research on autobiographical memory indicates that most adults cannot recall any events until about
a. 6 months of age.
b. 2 years of age.
c. 1 year of age.
d. 8 years of age.
LO 6.5.B Discuss the reasons why childhood amnesia is likely to take place. APA 1.1
Rationale: A curious aspect of autobiographical memory is that most adults cannot recall any events
from earlier than age 2; and even after that, memories are sketchy at best until about age 6.
99. The inability to remember events and experiences that occurred during the first two or three years of life is
termed
a. psychogenic amnesia.
b. childhood amnesia.
c. dissociative amnesia.
d. retrograde amnesia.
Rationale: As adults, we cannot remember taking our first steps or uttering our first halting
sentences. We are victims of childhood amnesia (sometimes called infantile amnesia).
100. Most researchers agree that the memories people say they have of their first three years of life are based on
a. unconscious memories that float to the surface.
b. family stories, photographs, and imagination.
c. actual recall of the events.
d. a special memory module for early childhood experiences.
LO 6.5.B Discuss the reasons why childhood amnesia is likely to take place. APA 1.1, 2.2
Rationale: Due to childhood amnesia, most people have no memory of their first three years of life. If
they seem to have memories, they are most likely reconstructions based on family stories,
photographs, and their own imaginings.
101. Lucas is two years old and doesn’t seem to recall meeting his aunt a few months earlier. This is likely
because he
a. has little ability to encode episodic memories.
b. has not yet developed arithmetic skills.
c. has an overblown, childish self-concept.
d. pushes all memories into the unconscious.
LO 6.5.B Discuss the reasons why childhood amnesia is likely to take place.
APA 1.1, 2.1, 2.2
32
Rationale: Young children have difficulty encoding and retaining their early episodic memories—
memories of particular events—and carrying them into later childhood or adulthood. They cannot
start doing this consistently until about age 4½.
102. Contemporary memory researchers would be most likely to agree that childhood amnesia
a. occurs because the prefrontal cortex and other key brain structures aren’t developed yet.
b. occurs when the ego represses experiences until the superego forms at ages 3–6.
c. is due to the processing of so much new information that retroactive interference occurs.
d. occurs because infants don’t access memories infrequently and decay occurs.
Rationale: The prefrontal cortex and other parts of the brain involved in the formation or storage of
events are not well developed until a few years after birth.
103. Which of the following factors is true of cognitive development, and may contribute to childhood amnesia?
a. The emergence of a self-concept does not take place until age 6.
b. The cognitive schemas used by preschoolers are the same as those used by older children and adults.
c. Children form schemas that contain information and cues necessary for recall before starting school.
d. Children’s limited language skills prevent them from narrating aspects of experiences to themselves.
Rationale: Young children’s limited vocabularies and language skills prevent them from narrating
some aspects of an experience to themselves or others. Later, after their linguistic abilities have
matured, they still cannot use those abilities to recall earlier memories, because those memories were
not encoded linguistically.
33
True-False Questions
1. In ancient times, philosophers compared memory to a soft wax tablet that would preserve anything
imprinted on it.
Type: Factual Answer: True
2. An accurate way to conceptualize memory is to think of it as a video camera that records each moment of a
person’s life.
Type: Factual Answer: False
LO 6.6.A Explain why memory is more reconstructive than people think. APA 1.1, 2.1, 2.2
3. When Sir Frederic Bartlett asked people to read unfamiliar stories and then to recite the stories to him later,
he found that the details were often changed to make the story coherent.
4. We encode our memories as exact replicas of our sensory experiences.

LO 6.4.A Describe and give examples of major memory retention strategies. APA 1.1, 2.2
5. The inability to distinguish what you originally experienced from what you heard or were later told about
an event is called source misattribution.
6. Source misattribution occurs when a person experiences the partial loss of memory with no apparent
biological cause.
7. Vivid recollections of emotional events are called “flashbulb memories.”

APA 1.1
8. Flashbulb memories, unlike other memories, are accurate records of the past.
APA 1.1, 2.2
34
9. Confabulation is especially likely to occur if you have thought about the imagined event many times.
LO 6.6.B Describe conditions under which confabulation is especially likely to occur. APA 1.1, 2.1,
2.2
10. When a witness expresses complete certainty about his or her report, the memory is almost always reliable.
11. Researchers have been able to induce memories of events that never happened.
12. Researchers have discovered that the manner in which a question is worded can impact a person’s memory.
Type: Applied Answer: True
13. Researchers have discovered that an interviewer’s questioning techniques have no influence over the
person’s ability to induce memories of events that never happened.
Type: Applied Answer: False
14. Conscious, intentional recollection of an event is called explicit memory.

15. Procedural memory is defined as the conscious, intentional recollection of an event.

16. Implicit memory is usually measured through recall tasks.

35
17. The ability to retrieve and reproduce from memory previously encountered material is called recognition.
18. Recognition is the ability to identify previously encountered information.

19. Under most circumstances, recognition is easier than recall.

20. A fill-in-the-blank quiz of psychology terms would test for recognition of the terms.
21. Trivial Pursuit, a popular board game that tests a player’s skills in retrieving and reproducing popular
culture and general knowledge, requires the recall of explicit memories.
22. This true-false question requires recognition.

23. Priming is a method for measuring explicit memory.

24. When the priming method is used for measuring implicit memory, a person typically reads or listens to
information and is later tested to see whether the information affects performance on the same or another
type of task.
36

25. The relearning method, devised by Hermann Ebbinghaus over a century ago, assesses whether or not you
learn material more quickly the second time you learn it.
26. In the three-box model of memory, short-term memory holds a limited amount of information.
APA 1.1
27. The parallel distributed processing (PDP) model of memory represents the contents of memory as
connections among a huge number of interacting processing units, distributed in a vast network and all
operating in parallel.
APA 1.1, 2.2
28. Auditory images are held in the sensory register for one-quarter to one-half second.
memory. APA 1.1
29. In the three-box model, all incoming information from the outside world must make a brief stop in the
sensory register.
memory. APA 1.1
30. The sensory register is made up of many separate subsystems, one for each sense.
memory. APA 1.1
31. The sensory register can hold sensory images indefinitely, as long as we continue to rehearse the
information.
37

memory. APA 1.1, 2.1
32. George Miller’s famous estimate of the capacity of short-term memory is the “magical 2 to 20 range.”
33. In discussions of the capacity of short-term memory, a chunk is a meaningful unit of information.
34. Organizing memories by semantic groups is a human characteristic that is uninfluenced by schooling.
35. Users of sign language report experiencing TOT states, called tip-of-the-finger states.
36. Memories that involve knowing how to do something without really thinking about it, like combing your
hair, are called declarative memories.
37. Knowing how to ride a bicycle would be a procedural memory.

Type: Conceptual Answer: True
38. Knowing that flash floods occur quickly when water runs off hard, dry ground would be an episodic
memory.
Type: Conceptual Answer: False
39. If you are shown a long list of items and then are asked to recall them, your retention of any particular item
38
will likely depend on its place in the list.

40. The serial-position effect is the tendency for recall of the items in the middle of the list to surpass recall of
the first and last items on a list.
41. Long-term memory formation involves lasting structural changes in the brain.
42. Many researchers believe that long-term potentiation is the process underlying many, and perhaps all,
forms of learning and memory.
LO 6.3.A Outline the process of long-term potentiation in the formation of memories. APA 1.1, 2.2
43. The formation of short-term memories and long-term memories involve the same chemical and structural
changes at the level of the neurons.
44. Long-term potentiation is thought to be the biological mechanism of long-term memory.

LO 6.3.A Outline the process of long-term potentiation in the formation of memories. APA 1.1, 2.2
45. A long-lasting increase in the strength of synaptic responsiveness is called long-term potentiation.
46. Long-term memories undergo a gradual period of consolidation before they “solidify” and become stable.
47. The hippocampus is involved in the formation of declarative long-term memories.

39

48. The medulla is involved in the formation of declarative long-term memories.

49. The brain circuits that take part in the formation of long-term memories are the same as those involved in
long-term storage.
50. Human patients who have damage to the cerebellum cannot be classically conditioned to blink their eyes in
response to a tone.
51. When patients are unable to form new declarative memories, they cannot acquire new procedural memories
either.
APA 1.1, 2.1
52. Different aspects of a memory are probably processed separately and stored at different locations that are
distributed across wide areas of the brain, with all the sites participating in the representation of the event or
concept as a whole.
APA 1.1, 2.2
53. The higher the anxiety level of a person, the more accurately he or she is able to describe an event.
APA 1.1, 2.1
54. Elaborative rehearsal is defined as the rote repetition of material in order to maintain its availability in
memory.
55. Proactive interference occurs when recently learned material interferes with the ability to remember similar
material that was stored previously.
40

forgetting. APA 1.1
56. Proactive interference occurs when old memories interfere with the ability to remember new knowledge.
forgetting. APA 1.1
57. In general, psychologists agree that the inability to remember experiences during the first years of life is
due to the defense mechanism of repression.
58. The parts of the brain involved in the storage of events are not well-developed until a few years after birth.
59. It has been suggested that autobiographical memories cannot be formed until a child’s self-concept has
emerged.
41
Short Answer Questions

1. What research technique did Sir Frederic Bartlett, the British psychologist, use in order to study how
memories are manufactured?
Type: Factual Level of Difficulty: Moderate
Answer: A good answer will include the following key points.
• Bartlett asked people to read lengthy, unfamiliar stories and then tell the story back to him.
• Recalled stories included a number of errors:
o details that did not make sense were changed or eliminated,
o details were added to make the story coherent, and
o morals were sometimes added to the stories.
2. One day after the September 11, 2001, attacks on the World Trade Center, college students were asked
questions about the experience and about a mundane event that occurred within the days prior to the attack.
Later, the students were contacted and once again asked about their memory of the two events. What did
this research reveal about flashbulb memories?
Type: Conceptual Level of Difficulty: Moderate
APA 1.1, 2.1, 2.2
• Over time, the vividness of the flashbulb memory and the students’ confidence in these
memories remained higher than for the memory of the mundane event.
• The details reported for the memories became less and less consistent for both types of
memory.
• There were just as many errors in the flashbulb memories as in the mundane memories.
3. Without the testimony of eyewitnesses, many guilty people would go free. But some convictions are tragic
mistakes because memory is reconstructive and the testimony isn’t always reliable. Describe conditions
under which errors in eyewitness testimony are most likely to occur.
Type: Factual Level of Difficulty: Easy
errors. APA 1.1, 2.1, 2.2
• Errors are most likely when:
o The suspect’s ethnicity differs from that of the witness.
o Suggestive comments are made and suggestive questions asked during interrogation
or interview.
o Misleading or incorrect information is presented to the witness after the event.
4. In a classic study of eyewitness accounts and leading questions, people were shown short films showing car
collisions. How did the wording of the questions about the accidents influence participants’ estimates of the
speed the cars were traveling at the time of the collision?
errors. APA 1.1, 2.2, 2.4
• When asked about how fast the cars were going when they [hit, smashed, collided, bumped,
or contacted] each other, estimates varied depending on the word, used with “smashed”
producing the fastest estimates and “contacted” the slowest.
42
5. The superiority of recognition over recall was demonstrated when participants, aged 17 to 74, were asked
to recall and recognize the names of their high school classmates. Briefly describe the results of this study.
• Subjects first wrote down the names of as many classmates as they could remember.
• Recall was poor, even when prompted with yearbook pictures.
• When asked to look at sets of five photographs and pick out the one showing a former
classmate, performance was highly accurate for both younger and older subjects.
• When asked to look at sets of names and pick out the one belonging to a former classmate,
performance was also very good.
6. Why is short-term memory sometimes called a “leaky bucket”?

• Short-term memory has a limited capacity.
• If it did not leak, it would quickly overflow as new information is constantly added.
• George Miller estimated its capacity to be “the magical number 7 plus or minus 2.”
7. If the capacity of short-term memory is limited, how do we remember the beginning of a spoken sentence
until the speaker gets to the end?
• We group small bits of information into larger units, or chunks.
• A chunk may be a word, a phrase, a sentence, or even a visual image.
8. When a word is on the “tip-of-the-tongue,” what errors are likely until the target word is recalled?
• People come up with words similar in meaning to the right one.
• People also come up with words similar in sound and form to the right one (same number of
syllables, starting sound, etc.).
9. Declarative memories come in two varieties. Name each type and give an example of each from your own
declarative memory.
Type: Applied Level of Difficulty: Easy
• The two types of declarative memory are semantic and episodic memories.
• Episodic memories are internal representations of personally-experienced events.
• Examples will vary but might describe something such as a vacation taken, a concert attended,
etc.
• A semantic memory involves general knowledge, facts, rules, and concepts.
• An example of general knowledge is the fact that Lincoln was the sixteenth president of the U.S.
43
Essay Questions
1. Jayden is furious when his midterm is returned with a C grade. He tells his sociology professor that he had
read each of the assigned chapters three times and if someone can do that and just be average then there is
something wrong with the test. Based on your understanding of critical thinking and memory, what is
wrong with Jay’s reasoning? What are some other possible reasons for Jay’s average performance? How
should Jay study for the next test in order to get a better grade?
Type: Applied Level of Difficulty: Moderate
• Simply re-reading a text multiple times, like maintenance rehearsal, is not a very efficient
way to consolidate information in long-term storage.
• Elaborative rehearsal or deep processing is much more effective and efficient.
• Jayden should use his study time to make sure he understands the material, to relate it to
what he already knows, and to test himself on the material (practice retrieving the
information).
• Jayden might try the “read, recite, review” strategy, where you read the passage, close the
book, hide your notes, write down (or say out loud) everything you can recall, and then
review what you’ve read to see if you understood and remember the information. This
strategy has been shown to be more effective than the way Jay is currently studying.
2. Compare the efforts of Hermann Ebbinghaus, who wanted to measure pure memory loss, independent of
personal experience, with those of Marigold Linton, who studied how people forget real events.
forgetting. APA 1.1, 1.2, 2.1, 2.2
• Ebbinghaus memorized long lists of nonsense syllables, then tested his retention over a
period of weeks.
• Most forgetting, for Ebbinghaus, occurred soon after the initial learning and then leveled
off.
• Marigold Linton recorded daily events for a period of twelve years and tested herself
monthly.
• In Linton’s case, long-term forgetting was slower and proceeded at a more constant pace.
3. Early in the 1990s, controversy arose regarding the accuracy of long-buried memories of sexual abuse.
Freud would have explained this as an example of a repressed memory that later is brought to conscious
awareness. What does the evidence say about repression?
LO 6.5.C Explain why claims of repressed memories should be greeted with skepticism.
APA 1.1, 1.2, 2.2
• The problem for most people who have suffered disturbing experiences is not that they
cannot remember, but that they cannot forget.
• Repression is hard to distinguish from normal forms of forgetting.
• Although real abuse certainly occurs, many false memories of abuse have been encouraged
by therapists through the use of leading questions, instructions to reconstruct and focus on
the images of abuse, to focus on the emotional aspects of the images, etc.
• The techniques unwittingly used by therapists are exactly the same as the conditions that
encourage confabulation.
• These techniques are also similar to methods used in research to create false memories.
44
• Given current research, one should be skeptical if a person suddenly seems to recover a
traumatic memory as a result of therapy unless there is clearly corroborating evidence from
medical records or from other family members.
4. Famous psychologist Jean Piaget once reported having a personal memory of almost being kidnapped when
he was a 2-year-old. It wasn’t until Piaget was 15 years old that the nurse confessed that she had made up
the entire incident. What does Piaget’s experience reveal about autobiographical memories and
reconstruction of the past?
Section: Autobiographical Memories
LO 6.5.B Discuss the reasons why childhood amnesia is likely to take place. APA 1.1, 1.2, 2.1, 2.2
• Supposed autobiographical memories from the first few years of life can seem very real.
• Even when we know the memory is false, it often still seems real.
• We often construct memories of our early years after repeatedly hearing stories about events
that occurred.
• Although procedural and semantic memories of earlier years are retained, young children
do not encode and retain their early episodic memories.
Integrative Essay Questions: Linking the Chapters

1. In thinking about real-life problems, a person must be able to use dialectical reasoning, as explained in
Chapter 7 (Thinking and Intelligence). Use dialectical reasoning to consider the controversial topic of
eyewitness testimony presented in the chapter on memory. Should eyewitness testimony always be trusted?
Chapter 7
Section: Thought: Using What We Know
LO 7.1.D Note the defining characteristics of formal reasoning, informal reasoning, dialectical
reasoning, and stages of reflective judgment.
Chapter 6
errors.
APA 1.1, 2.1, 2.2
Type: Conceptual
• Dialectical reasoning involves evaluating both sides of an argument and determining the best
answer to the question.
• With regard to eyewitness testimony, there is evidence that it can be highly inaccurate and
false.
• There is also evidence that eyewitness testimony can be accurate and reliable.
• Conditions that are likely to result in inaccurate accounts include the use of leading
questions, pressure to answer in a way that the interviewer wants, and the presentation of
false or misleading information.
45
Another random document with
no related content on Scribd:
“That’s no good here and you know it’s no good,” said the officer.
“Wainboro! And a year old too. Why didn’t you come and get your
permit when you got to town? You’ve been in this game long enough
to know you’ve got to do that. All these concessions have permits,
except those under carnival management.”
“Some towns—” began McDennison.
“Never mind about some towns. You know you’ve got to get a
permit in this town. Why didn’t you do it?”
The harassed performer began again, “You guys⸺”
“Never mind about that now,” said the officer. “I was sent here to
see your permit and to bring you down to the office if you didn’t have
it. You know all about it; you were at the Elks’ Fair three years ago.
You better come along and get your permit, Charlie. You’ll have to
take care of a fine, too.”
“You don’t mean now?” the diving wonder asked. “Ain’t you going
to leave me do my trick? I go on in about five minutes. You fellers
sure got the knife in us. If I belonged in this here town⸺”
“Come on, McDennison,” said the officer in a way of quiet finality.
“You know the game as well as I do. We’re not interested in your
trick, only your permit. Come on, get your duds on. I guess you’ve
been through all this before. Come on, speed up.”
Diving Denniver cast his cigarette from him, bestowing a look of
unutterable contempt on the officer. In that sneering scorn he
seemed to include the whole of Farrelton and all constituted
authorities the world over. And Hervey joined him in his contempt
and loathing. Diving Denniver had been through all that before. He
knew the permit towns and the non-permit towns and the towns
where a “tip” would save him the expense of a permit. Hervey had
not dreamed that this enchanted creature ever had to do anything
but dive, he did not know that the wonder of two continents had hit
Farrelton penniless.
I will not recount the language used by Diving Denniver as he
pulled on a shabby suit of clothes and threw a funny little derby hat
on the back of his head. How prosaic and odd he looked! But his
language was not prosaic; it was quite as spectacular as his famous
exploit—his trick, as he called it. Poor McDennison, it was all he had
to sell—his trick. And sometimes he had so much trouble about it.
A funny little figure he made trotting excitedly along with the
officer, his derby hat on the back of his head bespeaking haste and
anger. He smoked a cigarette and talked volubly and swore as he
hurried away, leaving Hervey staring aghast.
Such a troublesome and distracting thing it is to be a wonder of
two continents.
CHAPTER XXIX
THE WHITE LIGHT
Well at all events, Hervey might now inspect freely the sanctum of
the diving wonder. His enthusiasm for the hero was not dimmed.
Even the derby hat had not entirely covered up Diving Denniver.
Here was just another exhibition authority. That a cop should make
so free with Diving Denniver, even calling him Charlie!
Hervey went into the tent, and stood looking about. Muffled by the
distance he could hear the frightful monotonous music of the merry-
go-round playing Little Annie Rooney for the millionth time. On the
red board were strewn the leavings of Diving Denniver’s supper. The
smutty little oil-stove reeked of kerosene. A long, up-ended box did
duty as a washstand and on this, beside a tin basin, was the
photograph of a girl. A couple of candles burned and sputtered. On
the tent pole hung a broken mirror.
Diving Denniver’s bathrobe and his white bathing suit trimmed
with gold braid lay on the converted couch just as he had thrown
them in his hurry and anger. The very bathrobe, half off and half on
the couch, seemed eloquent of his high disgust at the tyrannical
interruption of his work. Hervey surmised that he would speak with
the management of the carnival on his way out; he wondered why
the two had not gone in that direction. But in truth the diving wonder
did not love his public enough to consider it in his sudden dilemma.
He never went up when the wind was strong. And he was not
thinking of the expectant throng now.
Hervey longed to don that gorgeous exhibition suit. Could he slip it
on in a hurry? With him it was but one step from impulse to action
and in a few seconds he had thrown off his suit and was gazing at
himself in the dirty old mirror, clad in the white and gold habiliments
of the international wonder. How tightly it fitted! How thrillingly
professional it made him feel! What a moment in his young life!
Suddenly, something very extraordinary happened. The trodden
grass at his feet shimmered with a pale brightness. Clearly he saw a
couple of cigarette butts in the grass. It was as if some one had
spilled this brightness on the ground. Then it was gone. And there
was only a dim light where the candles sputtered on the makeshift
table. That was a strange occurrence.
He stepped out of the tent and there was the patch of brightness
near the Ford sedan. How plainly he could read the flaunting words
on the spare tire, THREE HUNDRED FOOT DIVE. Then suddenly,
the square tank and the foot of the dizzy ladder were bathed in light.
A long, dusty column was poking around as if it had lost something.
The sedan was again illuminated. The bright patch moved under the
tent and painted an area of the canvas golden. Was it looking for
Diving Denniver, the wonder of two continents, to come forth and
make his three hundred foot dive?
It found the tank and the ladder again and made them glowing
and resplendent. Then there was wafted on the air the robust sound
of the band playing real music. It drowned the tin-pan whining of the
merry-go-round and sent its rousing strains over the fence which
bore the forbidding sign. What a martial tumult! It made the cane
ringers pause, sent the carriers of kewpie dolls to a point of vantage,
and left the five-legged calf forlorn and alone. Louder and louder it
sent forth its rousing melody.
Come take a ride o’er the clouds with me
Up in the air mid the stars.
Hervey Willetts stood petrified. He was in the hands of the gods—
or the devils. I have sometimes wondered if he ever, ever thought.
Behind every act, good or bad, there is some kind of intention. And I
have told you about boys whose intentions were not of the best. But
what of this boy? There was just never anything behind his acts. No
boy could catch him. Yet the band and the waiting light caught him.
And what did they do to him? The light seemed to be waiting for him,
there at the foot of the ladder. All else was darkness. Only the area
of brightness bathing the ladder and the big tank with its metal
corners. It seemed to say, “Come, I am going up with you.” And, God
help him, he went to it as a moth flies to a flame.
When he had ascended a few feet, he remembered that Diving
Denniver went up very slowly seeming to test each rung. He knew
now that this had been for effect and to make the climb seem long.
For the rungs were sound and strong. Also the performer had
occasionally extended his arm. The substitute realized that there had
been good reason for that, for the breeze was more brisk as he
ascended and he knew that the diver had thus held out his hand by
way of keeping tabs on the breeze.
The small tank permitted no divergence from the straight descent.
To land outside it⸺
He went up slowly, but did not pause at each rung. He could be
reckless, but not theatrical. But he did hold out his hand every few
feet and the gay breeze cooled his sweaty palm. Was the wind too
strong? What would Diving Denniver do? Go back? But in any case
Hervey could not do that. He never turned back.
He continued ascending, up, up, up. He could feel the ladder
sway a little. When he was about half-way up, the breeze made a
little murmur where it was cut by one of the wires extending off
slantingways, far off down to the earth somewhere. It was funny how
he could see these wires in the circle of light that had accompanied
him in his long climb, but could not follow them with his eyes to their
distant anchorages. Each wire disappeared in the darkness, and he
had an odd fear that they did not go anywhere. He saw the lights of
the carnival, but no human beings. Were they gazing at him—
hundreds of upturned faces?
Up, up, up he went. Was there no end to it? Now he did really feel
the force of the breeze. Was it too strong? How could he decide
that? He could hear the band, but he knew it would cease playing
when he reached the top. In that one brief moment of suspense it
would cease playing. His companion light moved with him like a
good pal. And beyond and below all was darkness except for the
lights of the carnival.
Up, up, up he climbed. And he came at last to the little platform at
the top, as big as the top of a stepladder. It was just a little shelf fixed
to the fifth or sixth rung from the top. But the part of the ladder above
that would serve as a back and he could lean against it. By fancying
the ground was right below him, by eliminating the distance from his
mind, he was able to squirm around and get onto this tiny shelf. He
did not know how Diving Denniver did this, but he managed it.
Standing on the little shelf and leaning back, he could feel the
ladder shake under him. Of course, there were several ladders
clamped together and the extending wires could not hold the
towering structure absolutely taut. But it was steady at the top.
Far below him was a square frame of lights marking the sides of
the tank which had been illuminated during his ascent. Within it the
water shimmered. His senses swam and he closed his eyes, then
opened them and got control of himself. A straight down dive would
do it. Would it? Yes, he was sure. He let go the ladder and laid his
two hands palm to palm above his head.
There was no music now.
HERVEY MADE THE GREAT DIVE.
CHAPTER XXX
STUNT OR SERVICE
The next thing he knew he was lying propped up against a tree
and people were crowding about him. He knew this was not in tribute
to him for he heard a voice say, “Some crazy little fool, all right.”
“Did you ’phone?” he heard some one ask.
“Yes, he’ll be here soon.”
“He isn’t the regular one, is he?” another asked.
“Don’t ask me,” another answered; “I just followed the crowd.”
All the while a boy in a scout suit was moving his hand around
near Hervey’s foot. Emerging from his stunned condition, Hervey
had an odd impression that this boy was stirring something in a bowl.
Far off was the monotonous, incessant music of the merry-go-round.
Then, as Hervey blinked his eyes and brushed his soaking hair back
with a wet hand it seemed as if this boy were playing the music, for
his hand moved in time with that muffled clamor. Hervey lapsed off
into unconcern again and closed his eyes. It was only giddiness.
When he opened them again, he watched the boy with a kind of
detached curiosity. He felt a tightening sensation in his leg. Then he
realized that the boy had been drawing a bandage tighter and tighter
around his calf by revolving a stick. Still Hervey was only vaguely
interested.
“Stopped?” some one asked.
“Yep,” said the boy. He sat at Hervey’s feet with hands clasped
around his drawn-up knees. Soon he arose and stood looking as if to
ascertain on his own account if some one were coming.
“Who are you looking for?” Hervey asked weakly.
“The doctor,” answered the boy. He was a tall boy. As he stood
looking, he kicked something with his foot.
“What’s that?” Hervey asked.
The boy picked it up and dangled it in front of him, laughing. It was
just about recognizable as the body of a kewpie doll, and it was a
ghastly sight, for the head hung loose and the body was mangled
and out of shape. “Glad you’re not as bad off as that, hey?” said the
scout. “I won that blamed thing ringing canes and I got—I bet I got
three yards of cloth off it; there goes.” And twirling it cruelly by one
leg, he hurled it gayly over the heads of the throng.
“You people get away from here, go on,” said the robust voice of a
policeman. “Go on, all of yer, get away from here; he ain’t hurt much.
Go on, chase yourselves, you kids.”
“He can’t chase me anyway,” said Hervey.
“That’s a good one,” laughed the boy. “Nor me either; I’m the
surgeon general or whatever you call it.”
“You can’t chase me,” said Hervey to the policeman. “That’s
where I’ve got the laugh on you.”
“If I was your father, I’d chase you to the padded cell,” the
policeman commented, then busied himself clearing away the
loiterers.
The scout examined his twisted bandage and gave it one more
twist. Then he sat down on the ground beside Hervey. Two or three
men and the policeman lingered about, but did not bother these two.
“That was some crazy stunt all right,” said the scout.
“Did I—where did I fall?” Hervey asked.
“You went in the tank, but only just, I guess. Your foot must have
knocked the edge; four of the electric bulbs were broken. I don’t think
there’s any glass in your foot; anyway, I stopped it bleeding. Gee,
boy, I did murder that kewpie doll! How the dickens did you happen
to do that, anyway?” Hervey told him briefly.
“Good night, some daredevil! I dived to-day, but I had the whole
river to dive in. Me for that tank stuff—not.”
“Are you a scout in this town?” Hervey asked. “Yep, South
Farrelton. I was here last night and I had my fortune told and the old
woman told me I’d be lucky. I was all right. And believe me, so were
you.”
“How were you lucky?” Hervey asked.
“Oh, things came my way. I’m here with my patrol to-night; I guess
the cop chased them—good thing. They’d have trampled all over
you.”
“They’re always chasing people,” Hervey said. “They came and
got that diving wonder even, they’re so blamed fresh. And he’s a
wonder of two continents. Anyway, I’m always lucky.”
“I’ll say you are!”
“I’m going out to Montana, maybe to South America. I bet you can
do what you want down there. They weave Panama hats under the
water; gee, I bet I could do that. I always land right side up, that’s
one thing about me.”
“It’s a darned good thing,” said the scout.
Hervey did not bother to ask him his name, but the boy told him; it
was Wyne Corson. “That’s a good first name, hey?” he said. “Wyne?
It’s better than lose. There’s a scout in our troop named Luze—they
call us Win and Lose. He’s a Hungarian on his great granddaughter’s
side, I guess. Here comes the crowd back; I guess the doctor’s
coming.”
The doctor came and kneeled down, brisk, smiling and efficient.
He seemed not to take any interest in the spectacular exploit, only in
the injured foot. “Well, I guess you’re all right,” he said after treating
and bandaging the foot. “You won’t be able to run any marathon
races to-morrow.”
“Can I the next day?” Hervey asked.
“No, you can’t the next day,” the doctor laughed. “Who’s going to
take you home?”
Then he offered to do it himself and Wyne Corson got the hero’s
brown shirt and knickerbockers from the tent and maneuvered him
into them. He even placed the treasured hat on his head at an
unconventional angle. He seemed to have an inspired appreciation
of Hervey’s bizarre character. Then they helped him to the waiting
car. Gaping stragglers watched the self-appointed understudy of the
diving wonder as he limped between the doctor and the scout, past
the enclosure of the five-legged calf, and around the festooned
platform where the merry dance was on. Whirling couples paused to
stare at him and one girl ran out and boldly inspected the celebrity
from head to foot. “Oh, he has the brightest eyes,” she confided to
her waiting partner, “and the funniest little hat with all sorts of buttons
on it. Do you know who he reminds me of? Peter Pan.”
At the doctor’s car half a dozen scouts stood about gazing at
Hervey. They hardly knew what to make of him, but they had a kind
of instinctive respect for him and showed it. I am not sure that this
was just on account of his daredevil exploit. There was something
about him and that’s all there is to it. Good or bad, he was different.
“Did I do the right thing?” Wyne Corson ventured to ask the
doctor. He had hoped he might be asked to accompany Hervey, but
apparently this was not to be.
“Oh yes indeed—the only thing,” said the doctor. “You were on the
job and efficient and clever. That’s the kind of thing I like to see.”
“You ought to have seen what he did,” Wyne ventured. Was he
falling for this cracked-brained youngster too?
“I don’t believe I’d care to see that,” said the doctor with brisk
good-humor.
And there stood Wyne Corson with his scout comrades about him.
They did not comment upon his efficiency nor the doctor’s ready
compliment.
“Did he talk to you? What did he say?” asked one.
“Where does he live?” asked another.
“Is he friendly, sort of?” asked a third.
“For the love of Christopher, why didn’t you talk to him
yourselves?” laughed Wyne. “He wouldn’t eat you up. Come on, I’m
going to treat to ice cream again, then let’s go home.”
CHAPTER XXXI
HOPELESS
He sat in a big old-fashioned chair in the living room with his
injured foot upon a stool, in deference to the powers that be. There
was a knock on the front door and presently young Mr. Ebin Talbot,
scoutmaster, poked his head around the casing of the living room in
a way of mock temerity.
“May I come in and have a look at the wonder of wonders?” he
asked. “How are we; getting better?”
“It hurts a little when I stand on it.”
“Then the best thing is not to stand on it, hey? Like the advice to a
young man about to stand on his head on a steeple—Don’t. Good
advice, huh? Well Herve, old boy, I’ve got you where I want you at
last; your foot’s hurt and you can’t get away from me. Did you ever
hear the story about the donkey that kicked the lion? Only the lion
was dead. Well, I’m the donkey and you’re the lion; I’ve got you
where you can’t jump down my neck. Do you know that was a crazy
thing you did, Herve? You just put yourself in my power. Maybe you
did it so you wouldn’t have to go to school, huh? Where’s your dad?”
“He’s at the store.”
“Have you heard about this conspiracy to send you to military
school?” Poor man, he was trying to reach Hervey by the good pal
method. He drew his chair close and spoke most confidentially. “I
think we can beat it,” he said.
“Leave it to me,” said Hervey.
“You’re not worrying?”
“I’d be there about three days,” said Hervey.
“I think you’d be there about three years, my boy.”
“What do you bet? Everybody’s calling me a crazy daredevil. Do
you think I wouldn’t be enough of a daredevil to get away from a
military school? Bimbo, that’s a cinch.”
It seemed to be something that Hervey was quite looking forward
to; a lure to new adventure. Mr. Talbot went on another tack.
“Well, I thought if we could slip you into the Scouts in time, we
could beat your dad to it.”
“I’ll beat them all to it, all right,” said Hervey vaguely. “They
arrested that wonder—even of two continents he’s a wonder—but I
gave them a good run. I nearly bit that feller’s hand off when he
grabbed me. Do you dare me that I won’t get away from military
school?”
“Oh goodness no, but listen, Herve.” He became soft and serious.
“You can listen, can’t you? You haven’t got anything else to do—now.
You know that boy who put the jigamerig around your leg?”
“Carter—something like that?”
“You don’t remember his name, Herve? Wyne Corson. That fellow
is in the troop they’ve got down in the south end; they’ve got quite an
outfit. One of them—he’s just a kid—wants to have a hat like yours.
When you jumped, you jumped right into the hearts of the Raccoon
Patrol; you didn’t hit the tank at all. Well, that fellow was—now listen,
here’s a knockout for you. Do you know how those fellows happened
to be at the carnival last night?”
“Do you think I bother ringing canes?” said Hervey.
“Well, it’s good he won a kewpie doll, now isn’t it? But that’s not
the knockout. He won a prize yesterday and he was giving his patrol
a kind of a blowout last night at the carnival. I think there’s going to
be a shortage of pop-corn for the next forty-’leven years.”
“Well, yesterday morning he was up the river with that scout—that
little stocky fellow; did you notice him?”
“No.”
“Well, he noticed you. They were up on Blackberry Cliff; as near
as I can make out they’re always out for eats. There was a girl in a
canoe down below; she belongs in that white house right across
from the cliff. What I’m telling you is in this afternoon’s paper—you
can see it. Well sir, the canoe upset, and this Wyne, he dived from
the Cliff—that’s pretty high, you know, Herve, and he got her and
swam to shore with her—now wait. Here’s the punch. He gets the
Ellen C. Bentley reward for this year. You remember nobody got it
last year. He goes on a trip to California next summer—six weeks.
Naturally he was feeling pretty good last night. And he never told you
a word about it! Think of those two things that scout did yesterday!
Dived from a cliff and saved a life, won a trip across the continent,
then put a what-d’ye-call-it around your leg when you might have
bled to death after making a crazy dive that didn’t get you anything—
not one blessed thing.”
“Do you think I didn’t have any fun?”
“Hervey, boy, why did you do it? Why—why did you do it? A crazy
fool thing like that!” Hervey was silent, a trifle abashed by the
seriousness and vehemence of his visitor.
“Why did you do it?”
“I—I couldn’t help it.”
Young Ebin Talbot just looked at him as a wrestler might look,
trying to decide where to take his adversary. “I guess so,” he said
low and resignedly.
But he was not to be beaten so easily. “Hervey, there are only two
boys in this town who could do what Wyne Corson did, and he is one
of them and you’re the other one. Why are you never in the right
place at the right time?”
Hervey flared up, “Do you mean to tell me I don’t know any one
who could do that—what Wyne Corson did? Do you bet me I don’t?”
“Oh, for goodness’ sakes, Hervey! You did a hair-brained thing, a
big stunt if you will; and Corson did a heroic act. And here you are
making bets with me about something of no importance. What’s the
matter with you? Why I was paying you a compliment!”
“You said I don’t know anybody who could swim out like that. Do
you say I can’t—do you dare me⸺”
Young Mr. Talbot held up his hand impatiently. Hervey not only
never did the right thing, but he even couldn’t talk about the right
thing. Like many men who are genial in hope, he was impatient in
failure. He had not Mr. Walton’s tolerant squint.
“Please don’t dare me, Hervey. Dares and stunts never get a boy
anywhere.”
“How do you know how many fellers can do a thing?” Hervey
demanded.
“Well, all right then, Hervey, I don’t,” said Mr. Talbot rising. “But let
me just say this to you. I know you could do what Corson did
yesterday and it was a glorious thing, and brings him high reward.
Also, if it’s any satisfaction for you to know it, I believe you could find
a way of escaping from a military school. You see, I give you full
credit. I think there is hardly a single thing that you could not do—
except to do something with a fine purpose. Just to stand on your
head isn’t enough; do you see? The first time you do a brave,
reckless thing for service you’ll be the finest scout that ever lived.
None of them can touch you on action, but action means nothing
without motive. It’s just like a car jacked up and the wheels going
round; it never gets anywhere.”
“Didn’t I do a service to Diving Denniver?” Hervey demanded.
“Well, did you? Honor bright; did you? Did you want to help him?
Was that the idea? Come on now, Hervey. Fair and square, was it?”
“No, it wasn’t.”
“You did it because⸺”
“Didn’t I tell you it was because I couldn’t help it?” said Hervey
angrily.
CHAPTER XXXII
UPS AND DOWNS
Young Mr. Talbot gave Hervey up. I think he lost patience too
readily. As for Mr. Walton, he was past the stage of quiet argument
with his stepson. He was as firm in resolve as he was patient in
discussion. And never was Hervey more bent on action that was his
harassed guardian from the moment he was apprised of the carnival
escapade. Even gentle Mrs. Walton, who had pled after the satchel
episode, thought now that it was better for Hervey to go to military
school than to break his neck.
“Well, he won’t even break rules there,” said Mrs. Walton.
As for Hervey, he was not worrying about military school. He
never thought or worried about anything. He would meet every
situation as it came. He was not staggered by Wyne Corson’s
opportunity to go west. To give him credit, he was not selfish or
envious. He forgot all about Wyne Corson.
One matter he did bear in mind and it was the very essence of
absurdity. With his own narrow escape to ponder on, and Wyne
Corson’s splendid deed to thrill him (if he was capable of a thrill) he
must set off as soon as he was able to prove his all-important claim
that there was another individual capable of doing what Mr. Talbot
had said that only he and Corson could do. He accepted the young
scoutmaster’s declaration not as a compliment, but as a kind of dare.
That is how his mind worked and I am giving you just the plain facts.
I told you in the beginning that no one understood him.
But now he was to receive something as near to a shock as he
had ever received. He sought out Diving Denniver in his sanctum
and approached him rather sheepishly (for him) for he knew not how
his feat had impressed the wonder of two continents. It was the last
day of the carnival, the matter of the permit had been adjusted, and
Diving Denniver was that evening to dive for the last time in
Farrelton. On this occasion he wore his regular clothes and his little
derby hat was on the back of his head as he packed his trunk in
anticipation of departure.
“Hello,” said Hervey.
“Hello, yer gol blamed little fool.”
“Well, I did it, didn’t I?” said Hervey defensively.
“Sure you did it, but you were just lucky. You’re just a crazy kid,
that’s all. That there kid that’s got his name in the papers fer savin’ a
girl’s life, now he’s a regular guy, he is. If you want to jump why don’t
you get in the big parade, kid?” He folded some clothing and did not
pay much attention to Hervey as he talked. “If yer want ter pull the
big stuff why don’t yer get in with them guys. This here ain’t narthin’.”
“Do you know what a scoutmaster told me?” demanded Hervey,
somewhat aroused. “He said that only two fellers—me and that other
feller—could dive off that cliff and swim to shore with a girl. So as
long as you’re a friend of mine will you come and show him that you
can do it? Just to show him he’s not so smart. Then he’ll see you’re
a friend of mine, and he’ll see you can do it. Hey? So I can put it all
over him. Hey?”
“Naah, cut that stuff, kid. Why wuz yer thinkin’ I can swim and
save lives? I ain’t much on swimmin’, kid.” He reached over to where
Hervey sat dangling his legs from the makeshift table and good-
naturedly ruffled his hair. “Yer got me wrong, kid. What’s bitin’ yer
anyways? This here is a trick, that’s all it is. I know me little trick.
Why wouldn’ I? I been doin’ it fer seven years. There ain’t narthin’ to
it when yer once get it right. Did yer think this here wuz a kind of an
adventure like? Hand me them two saucers, will yer. Listen here, kid.
Here’s how it is. When yer know how ter do it there’ ain’t narthin’ to
it; see? An’ if yer try it when yer don’t know how, yer a blame fool. I
bet yer kin swim better’n what I can, at that. I jus’ do me turn, kid.
See?”
Hervey was staggered. “Ain’t you the wonder of two continents?”
he asked. “Don’t you say it yourself?”
“Sure thing, and I’m sorry I didn’t make it five continents when I
wuz printin’ it. What’s a couple of continents more or less? Pull that
there broken glass down and let’s have it, will yer? Yer don’t think yer
done narthin’ big do yer?” He paused and faced Hervey for just a
moment. “Dis here is just a trick, kid. Go on and join them kids
what’s doin’ the divin’. Come out o’ yer trance, little brother. You’ze
got the makin’s of a regular hop, skip and jumper, yer has. Wuz yer
old man sore at yer?”
Hervey felt as if the bottom had fallen out of the earth. Not that he
wanted praise and recognition; he never craved those. But what he
had done was just nothing at all. He was no more a hero than a man
who tried to commit suicide is a hero. And the wonder of two
continents was just a good-humored, tough little young man who
knew a trick! How brave and splendid seemed the exploit of Wyne
Corson now! That was not a trick.
“You beat it home now,” said McDennison, “and don’t go inter no
business what yer ain’t got the dope on. A kid like you oughter had
that trip ter the coast. Look at me, I ain’t got the carfare ter open up
in Bridgeburgh Fair.”
Hervey went away, not exactly heavy-hearted, for he was never
that. And not exactly thoughtful, for he certainly was never that. But
disgruntled. And even that was unusual with him. He might have had
that trip to the coast. Or at least on a dozen different occasions, he
might have won such a reward. But for all his fine bizarre deeds he
got just nothing; not even honor. And the pity of it was he could not
figure this out. He never remembered what anybody told him; he
never pondered. Yet I think that poor Diving Denniver did some
good; I think he almost reached him.
On the way home, he was saved from any of the perils of thought
by the allurements of action. Near the entrance to the carnival was a
basket full of booklets about Farrelton the Home Town. There was a
sign above this basket which read. Free—Take One. Hervey did not
take a booklet, but he took the sign. It was an oblong wooden sign
and had a hole in it to hang it up by. By inserting a stick in this hole,
he could twirl the sign around as he ambled homeward. He became
greatly preoccupied with this pastime and his concentration
continued till he reached the Aunt Maria Sweet Shoppe. Here were
bottles of honey and tempting jars of preserves standing on a display
shelf outside, and he coyly set the Free—Take One sign on these,
proceeding homeward with that air of innocence that he knew how to
affect.
Crossing the deserted Madden farm, he discovered a garter
snake. It was a harmless little snake, but it filled its destiny in
Hervey’s life. It was necessary for him to lift it on the end of his stick
and, before it wriggled off, send it flying through the broken window
of the Madden barn. This was not easy to do, because the snake
would not hold still. With each cast, however, it seemed to become
more drowsy, until finally it hung over the stick long enough for
Hervey to get a good aim and send the elongated missile flying
through the broken, cobweb-filled window.
The shot was so successful that Hervey could not refrain from
giving an encore. One good sling deserved another. So up he
vaulted to the sill of the old window, brushing ancient cobwebs out of
his eyes and hair, and down he went inside. But he went down
further than he had expected to, for the flooring was quite gone from
the old barn and he alighted all in a heap on a pile of dank straw in
the cellar.
Four unbroken walls of heavy masonry arose to a height of ten or
twelve feet. Far above him, through the shrunken, rotted shingles,
little glints of sunlight penetrated. A few punky boards strewn in this
stenchy dungeon gave evidence that the flooring above had rotted
away before being entirely removed. Perhaps there had been an
intention to lay a new flooring. But it was many years since the
Maddens had gone away and now there were rumors that the
extensive farm land was to become a bungalow colony.
As Hervey lifted one of the punky boards it broke in the middle
and fell almost in shreds at his feet. A number of little flat bugs,
uncovered in their damp abode, went scooting this way and that after
similar shelter. The snake too, recovered from the shock of being a
missile, wriggled off to some agreeable refuge amid the rotting litter
of that dank prison.
CHAPTER XXXIII
STORM AND CALM
Hervey’s fortunes were never at a lower ebb than when he stood
in that damp cellar as the night came on and tried to reconcile
himself to sleeping on the straw. Even the morrow held only the hope
that by chance some one would discover him in his dreadful
dungeon. It was not until a rotten board, laid diagonally against the
foundation, had collapsed with him that he gave up and threw
himself down with a feeling as near to despair as his buoyant nature
had ever experienced.
Through the cracks and crevices of the shingles high overhead,
he watched the light die away. A ray from the declining sun streamed
through the window from which he had fallen, lingered for a few
moments, then withdrew leaving the place almost in darkness. Such
a price to pay for a merry little game with a snake!
Meanwhile, events occurred which were destined to have a
bearing on Hervey’s life. At about half past nine that night, young Mr.
Talbot emerged from the Walton house and encountered Wyne
Corson coming in through the gateway. They both laughed at the
encounter.
“Missionary work?” Mr. Talbot inquired.
“You beat me to it?” laughed Wyne.
“No, I’m through,” Mr. Talbot said. “He isn’t even home; nobody
knows where he is. No, I’m through working on that prospect, and I
wouldn’t waste my time if I were you, Corson. He’s going to military
school and I guess that’s the best place for him.”
“The fellows in my troop are crazy about him,” said Wyne.
“They might better be crazy about you,” Mr. Talbot answered. “If
they’re as crazy as all that, they’re better off without another crazy
fellow in their troop. Come on, walk along with me; there’s no one

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Section/ Factual Conceptual Applied

Why We Forget Multiple Choice 85,86,88,89,91-93,95- 84,87,94,97,102,103 90,101

Chapter 6 – Pop Quiz 1

4. Which of the following is a test for recall?

7. Which of the following is considered to be an implicit memory?

8. ________ is thought to be a biological mechanism of long-term memory.

9. According to the decay theory, forgetting occurs because

Chapter 6 – Pop Quiz 1

8. b Rationale: Long-term potentiation is thought to be a biological mechanism involved in forming

Chapter 6 – Pop Quiz 2

3. Conscious, intentional recollection of an event or of an item of information is called

Chapter 6 – Pop Quiz 2

Multiple Choice Questions

2. Memory is critical to our lives because

3. Retrieving a memory is most like

4. According to Sir Frederic Bartlett

c. like a journalist trying to reconstruct an interview from incomplete notes.

7. ________ is an especially vivid memory of an emotional event.

Type: Factual Answer: b

10. ________ memory refers to a vivid, detailed recollection of an emotional event.

Section: Reconstructing the Past

19. Which of the following is a test for recall?

20. Conscious, intentional recollection of an event or of an item of information is called:

d. the savings method; priming

34. One objection to the three-box model of memory is that

37. Visual images remain in the sensory register for a maximum of

Type: Factual Answer: a

47. Which component of memory has been referred to as a “leaky bucket”?

Type: Applied Answer: c

53. Declarative memories include ________ memories and ________ memories.

55. Which of the following is considered to be an implicit memory?

61. ________ are internal representations of personally experienced events.

d. Rose, Melanie, Garrett, and Tom.

68. A long-lasting increase in the strength of synaptic responsiveness is called

69. ________ is thought to be a biological mechanism of long-term memory.

71. During short-term memory tasks, the ________ is especially active.

depends on activity in the

Section: The Biology of Memory

Type: Factual Answer: c

81. Maintenance rehearsal involves

84. According to the decay theory, forgetting occurs because

87. “Use it or lose it” would most likely be associated with

91. Mood-congruent memory and state-dependent memory are examples of

93. Déjà vu may occur when

96. Critics of repression as a mechanism of forgetting argue that

Section: Why We Forget

4. We encode our memories as exact replicas of our sensory experiences.

7. Vivid recollections of emotional events are called “flashbulb memories.”

14. Conscious, intentional recollection of an event is called explicit memory.

15. Procedural memory is defined as the conscious, intentional recollection of an event.

16. Implicit memory is usually measured through recall tasks.

18. Recognition is the ability to identify previously encountered information.

19. Under most circumstances, recognition is easier than recall.

22. This true-false question requires recognition.

53. Declarative memories include memories and memories.